NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
1
Place value, ordering and rounding
Reading numbers from scales
Read and write the vocabulary of estimation and approximation. Make and justify
estimates up to about 250, and estimate a proportion. Round any positive integer
less than 1000 to the nearest 10 or 100.
Numbers to 10000

3 days
Teaching File page
Pupil Sheets
Textbook page
Home Activities
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Check-ups
Topic Assessment
7-11, 69-76
Unit 2:
Numbers to 10 000
Day 1
Tune-in TF 69-70
School bus
Revising estimation of a number
from its position on a 0-10 number
line
1 Washing line TF 70-71
Estimating numbers on a 0-100 line
2 Juice bottles TF 71-72
Estimating proportions
10
9-10
Extension Textbook
page
Resource Sheets
3
1a, b
Day 2
Specific Starter for Numbers to
10000 TF 7-11
Day 3
Specific Starter for Numbers to
10000 TF 7-11
3 Revising rounding TF 72-73
2-digit numbers to the nearest 10;
3-digit numbers to the nearest 100
5 Rounding to find approximate
totals TF 74-75
19-25, 34
Day 4
Day 5
4 Rounding 3-digit numbers to
the nearest 10 TF 73-74
Core
Activities
Support
Textbook page 9 TF 76
Textbook page 10 TF 76
Textbook page 9 TF 76
Provide a sheet showing the same
questions but with more divisions
marked on each scale to enable
easier estimation. On completion
discuss with the pupils the questions
in the book and how to make
estimates without the divisions
marked on.
Extension
Textbook page 9 TF 76
Provide a set of clear containers
holding items such as pasta. Ask
pupils to estimate the number of
items in each. Discuss the methods
they use to make their guesses.
Textbook page 10 TF 76
For each question ask the pupils to
first write down the ten or hundred
number either side of the given
number onto a blank number line.
They must then mark in the halfway
point and their number on the
number line and use this to help
them decide whether to round up or
down.
Textbook page 10 TF 76
Ask pupils to write down five
multiples of ten between 100 and
1000. Under each number they
must write down four numbers that
can be rounded up or down to that
number and one that cannot. Once
NHM Year 4 Framework Unit Planning
Estimating and rounding
Pupil Activity TF 75
1 Pupil Sheet 10 Approximating
Pupil Activity TF 75
1 Pupil Sheet 10 Approximating
First list all the numbers involved
in the questions and ask pupils to
work together to round each one to
the nearest 100. They must then use
this information to complete the
sheet.
Pupil Activity TF 75
1 Pupil Sheet 10 Approximating
Having made their approximations,
ask the pupils to find the actual
answer to each question using a
method of their choice.
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NHM Framework Unit Planning Year 4 Summer Term
Plenary
Follow-up for Textbook page 9
TF 76
finished swap with a partner who
has to identify the number that
cannot be rounded in each case.
Check-up 3
Discuss children’s work.
Topic Assessment 1a, b
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 2 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
2
Understanding + and –
Mental calculation strategies (+ and -)
Consolidate understanding of relationship between + and -.
Partition into tens and units, adding the tens first.
Continue to use the relationship between addition and subtraction.
Use informal pencil and paper methods to support, record or explain
additions/subtractions.
Develop and refine written methods for:
column addition and subtraction of two whole numbers less than 1000, and
addition of more than two such numbers.
Choose and use appropriate number operations and appropriate ways of
calculating (mental, mental with jottings, pencil and paper) to solve problems.
Check with the inverse operation. Check with an equivalent calculation.
Addition to 1000

Written methods of addition
Subtraction to 1000

Subtraction involving three-digit numbers, written
procedures
5 days
Pencil and paper procedures (+ and -)
Making decisions and checking
results
Money and ‘real life’ problems
Teaching File page
Pupil Sheets
Textbook page
Home Activities
MATERIALS
11-16, 108-114,
141-149
Starter
Main
Teaching
Core
Activities
Support
Check-ups
Topic Assessment
Day 1
Tune-in TF 108-109
In the right place
Writing numbers in appropriate place
value columns
1 Expanded recordings
TF 109-110
Pupil Sheet 17 Expanded recording,
most significant digits first
Pupil Activity TF 110
Pupil Sheet 18 Expanded recording,
least significant digits first
Pupil Activity TF 110
Pupil Sheet 18 Expanded recording,
least significant digits first
Provide pupils with place value cards
to make each question and support
their calculations.
NHM Year 4 Framework Unit Planning
17-21, 25-26
23-24
2a, b
Extension Textbook
page
E3
Resource Sheets
26-31
Day 2
Specific Starter for Addition to
1000 TF 11-16
Day 3
Specific Starter for Addition to
1000 TF 11-16
Day 4
Specific Starter for Addition to
1000 TF 11-16
Day 5
Tune-in TF 141-142
Composition of numbers
Revising numbers to 1000
2 Introducing a standard
method TF 110-112
No bridging/bridging 10
3 Extending the standard method
TF 112-113
Bridging 100
4 Consolidating the standard
method TF 113
Bridging 10 and 100
1 Expanded recording, no
exchange TF 142
Pupil Activities TF 112-113
1 Pupil Sheet 19 HTU +
TU/HTU, no bridging/bridging
10
2 Pupil Sheet 20 Template
Pupil Activities TF 112-113
1 Pupil Sheet 19 HTU +
TU/HTU, no bridging/bridging
10
Pupil Activities TF 113
1 Pupil Sheet 21 HTU + TU/HTU,
bridging 100
2 Pupil Sheet 20 Template
Pupil Activity TF 113
1 Pupil Sheet 20 Template
Pupil Activities TF 142
1 Pupil Sheet 25 Expanded
recording, two-/three-digit
numbers, no exchange
Pupil Activities TF112- 113
2 Pupil Sheet 20 Template
Provide further practice of bridging
through 10.
Pupil Activities TF 113
1 Pupil Sheet 21 HTU + TU/HTU,
bridging 100
Page 3 of 25
Textbook pages 23-24 TF 114
Pupil Activities TF 142
1 Pupil Sheet 25
Work with the pupils as a group
and partition each number in each
question together before the pupils
finish the sheet independently.
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NHM Framework Unit Planning Year 4 Summer Term
Extension
Pupil Activity TF 110
Give pairs of pupils a set of three-digit
place value cards. Shuffle each set of
cards and take it in turns to pick cards
to make two three-digit numbers. Add
them together and record using the
expanded vertical method.
Plenary
Discuss children’s work.
Pupil Activities TF 112-113
2 Pupil Sheet 20 Template
Discuss children’s work.
Pupil Activities TF 113
1 Pupil Sheet 21 HTU + TU/HTU,
bridging 100
In pairs, ask pupils to think of two
three-digit numbers and challenge
their partner to add them together.
For each correct answer score a
point.
Discuss children’s work.
Extension Textbook
page E3
Pupil Activities TF 142
2 Pupil Sheet 26 Template
TF 118
Follow-up for Textbook pages
23-24 TF 114
Discuss children’s work.
Topic Assessment 2a, b
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 4 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
3
Understanding + and –
Mental calculation strategies (+ and -)
Pencil and paper procedures (+ and -)
Consolidate understanding of relationship between + and -.
Continue to use the relationship between addition and subtraction.
Use informal pencil and paper methods to support, record or explain
additions/subtractions.
Develop and refine written methods for:
column addition and subtraction of two whole numbers less than 1000.
Choose and use appropriate number operations and appropriate ways of
calculating (mental, mental with jottings, pencil and paper) to solve problems.
Check with the inverse operation. Check with an equivalent calculation.
Subtraction to 1000

5 days
Making decisions and checking
results
Money and ‘real life’ problems
Teaching File page
Pupil Sheets
Textbook page
17-20, 141-149
27-33
34-37
Home Activities
MATERIALS
Check-ups/
Topic Assessment
Subtraction involving three-digit numbers, written
procedures
Extension Textbook
page
Resource Sheets
3a, b
26-31
Day 1
Tune-in TF 141-142
Composition of numbers
Revising numbers to 1000
Day 2
Specific Starter for Subtraction to
1000 TF 17-20
Day 3
Specific Starter for Subtraction to
1000 TF 17-20
Day 4
Specific Starter for Subtraction to
1000 TF 17-20
Day 5
Specific Starter for Subtraction to
1000 TF 17-20
Main
Teaching
2 Expanded recording TF 143
Exchanging a ten for units
3 Expanded recording TF 144
Exchanging a hundred for tens
4 Expanded recording TF 145
Exchanging ten for a hundred
5 A quicker way TF 145-146
Introducing a standard written
method for subtraction
6 Vertical recording TF 146
Exchanging a ten for units
7 Vertical recording TF 147
Exchanging a hundred for tens
8 Vertical recording TF 147
Exchanging a ten and a hundred
Core
Activities
Pupil Activities TF 143-144
1 Pupil Sheet 27 Expanded
recording, two-/three-digit
numbers, exchanging 10
1 Pupil Sheet 29 Expanded
recording, two-/three-digit
numbers, exchanging 100
Pupil Activity TF 145
1 Pupil Sheet 28 Template
Pupil Activities TF 146-147
1 Pupil Sheet 32 Two-/three-digit
numbers, exchanging 10
1 Pupil Sheet 33 Two-/three-digit
numbers, exchanging 100
Pupil Activity TF 147
1 Pupil Sheet 31 Template
Textbook page 34 TF 148
Pupil Activities TF 146
1 Pupil Sheet 30 Two-/three-digit
numbers, no exchange
2 Pupil Sheet 31 Template
Pupil Activities TF 143
1 Pupil Sheet 27
With the pupils as a group partition
the numbers involved in each
question before letting the pupils
complete them independently.
Pupil Activities TF 144
1 Pupil Sheet 29 Expanded
recording, two-/three-digit
numbers, exchanging 100
2 Pupil Sheet 28 Template
Give further practise of exchanging
Pupil Activities TF 146
1 Pupil Sheet 30 Two-/three-digit
numbers, no exchange
Give the pupils the same questions
but ask them to continue solving
them using the expanded method.
Pupil Activities TF 146
1 Pupil Sheet 32 Two-/three-digit
numbers, exchanging 10
If appropriate ask pupils to continue
using an expanded method.
Pupil Activities TF 147
1 Pupil Sheet 33 Two-/three-digit
numbers, exchanging 100
If appropriate ask pupils to continue
using an expanded method.
Starter
Support
NHM Year 4 Framework Unit Planning
Page 5 of 25
Textbook pages 35-37 TF 148
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NHM Framework Unit Planning Year 4 Summer Term
a 10 or 100 if necessary before
giving examples of doing both.
Extension
Pupil Activities TF 143-144
1 Pupil Sheet 27
1 Pupil Sheet
Give the pupils some similar
questions and ask them to discuss in
pairs ways in which they could
make the calculations quicker.
Discuss their ideas as a group.
Pupil Activity TF 145
1 Pupil Sheet 28 Template
Give the pupils some similar
questions and ask them to discuss in
pairs ways in which they could
make the calculations quicker,
building on ideas from Day 1.
Discuss their ideas as a group.
Pupil Activities TF 146
1 Pupil Sheet 30 Two-/three-digit
numbers, no exchange
2 Pupil Sheet 31 Template
Ask pupils to time themselves to
see how quickly they can complete
Sheet 30. Can they beat their time
on Sheet 31?
Plenary
Discuss children’s work.
Follow-up for Textbook page 34
TF 149
Discuss children’s work.
Pupil Activities TF 146
1 Pupil Sheet 32 Two-/three-digit
numbers, exchanging 10
1 Pupil Sheet 33 Two-/three-digit
numbers, exchanging 100
2 Pupil Sheet 31 Template
Provide some questions where a 10
and 100 needs exchanging. Ask
pupils to work in pairs to extend the
method they have been using for
these questions. Share ideas as a
group.
Discuss children’s work.
Pupil Activity TF 147
1 Pupil Sheet 31 Template
In pairs, pupils take it in turns to
choose two three-digit numbers and
challenge their partner to find the
difference between them. Pupils
score a point for each question they
answer correctly.
Follow-up for Textbook pages
35-37 TF 149
Topic Assessment 3a,b
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
4
5 days
Measures, including
problems
Objectives: children will be taught to…
NHM Topic
NHM Section
Use, read and write standard metric units (l, ml), including their abbreviations,
and imperial units (pint).
Know and use the relationships between familiar units of capacity.
Know the equivalent of one half, one quarter, three quarters and one tenth of 1litre in
ml.
Suggest suitable units and measuring equipment to estimate or measure capacity.
Record estimates and readings from scales to a suitable degree of accuracy.
Measure

Teaching File page
Pupil Sheets
Textbook page
2-5, 372-377
83-84
101-102
Home Activities
Check-ups
MATERIALS
Capacity
Extension Textbook
page
E20
Resource Sheets
Day 1
Tune-in TF 372-373
Large and little
Revising the litre, half-litre and
millilitre relationships
1 The quarter litre TF 373-374
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Day 5
Generic Starter TF 2-5
2 Party time TF 375-376
Litres and millilitres
3 Millilitre scales TF 376
Consolidate Teaching from
Days 1-3
Consolidate Teaching from
Days 1-3
Core
Activities
Textbook page 101 TF 377
Textbook page 102 TF 377
Pupil Activity TF 376
1 Pupil Sheet 83 Millilitres
Pupil Sheet 84 Millilitres
Provide pupils with some
containers. Ask them to estimate the
capacity of each to the nearest
10ml. They must then see how
accurate their estimates were by
measuring.
Put a list of capacities on the board
such as, ‘the amount of coke in a
can’, ‘the amount of water in a
watering can’. Ask pupils to suggest
appropriate measurements for
each. Discuss answers.
Support
Textbook page 101 TF 377
Provide the pupils with cards with
the comparisons of q2 written on.
Work with the pupils as a group
and fill a measuring jug to the
amount of each container. Decide
which card matches the amount in
the jug.
Textbook page 102 TF 377
Provide the answers to the
questions on cards and ask pupils
to work in pairs to place the cards
against the right questions.
Pupil Activity TF 376
1 Pupil Sheet 83 Millilitres
Pupil Sheet 84 Millilitres
Pupil Activity TF 376
1 Pupil Sheet 84 Millilitres
Extension
Textbook page 101 TF 377
Ask pupils to use four containers
not already used in q1. They must
estimate to the nearest 50ml the
Textbook page 102 TF 377
Provide pupils with some
containers with a capacity of 500ml
or less. Ask them to first estimate
Pupil Activity TF 376
1 Pupil Sheet 83 Millilitres
Pupil Sheet 84 Millilitres
Working in pairs the children stick
a strip of masking tape down the
side of an empty container. They
then measure 100ml of water and
pour it into the container. Pupils
must then mark on the tape ‘100ml’
alongside the water level. They
continue, marking 100ml intervals
up to 1l.
Ask pupils to use litre jugs to
measure out 1l of water and then
other materials such as pasta or
rice. They must then estimate how
Starter
Main
Teaching
NHM Year 4 Framework Unit Planning
Page 7 of 25
Extension Textbook page E20
TF 378
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NHM Framework Unit Planning Year 4 Summer Term
Plenary
capacity of each container and then
measure to see how accurate they
were.
then measure how many times each
container could be filled up from a
litre jug.
Follow-up for Textbook page 101
TF 377
Follow-up for Textbook page 102
TF 377
Discuss children’s work.
much each material will weigh.
They then check their estimates and
put the litres of materials in order
from lightest to heaviest.
Discuss children’s work.
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 8 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
5
Shape and space
Sketch the reflection of a simple shape in a mirror line parallel to one side (all sides
parallel or perpendicular to the mirror line).
2D Shape

3 days
Reasoning about shapes
Teaching File page
Pupil Sheets
Textbook page
2-5, 405-408
87
110-111
Home Activities
Check-ups
MATERIALS
Starter
Main
Teaching
Day 1
Tune-in TF 405
Is it symmetrical?
1 Symmetrical designs
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
2 Symmetrical patterns
TF 406-407
Consolidate Teaching from Day 2
Day 4
Line symmetry
Extension Textbook
page
Resource Sheets
Day 5
TF 405-406
Consolidating line symmetry
Core
Activities
Textbook page 110 TF 408
Pupil Activities TF 407
1 Pupil Sheet 87 Line symmetry
2 Making symmetrical patterns
Textbook page 111 TF 408
Support
Textbook page 110 TF 408
Give pupils mirrors to use to help
them decide on their answers.
Pupil Activities TF 407
1 Pupil Sheet 87 Line symmetry
Textbook page 111 TF 408
Provide a sheet with the first part
of the patterns already drawn on.
Allow pupils to use mirrors to help
them complete them.
Extension
Textbook page 110 TF 408
Ask pupils to draw their own
Pupil Activities TF 407
2 Making symmetrical patterns
Textbook page 111 TF 408
Provide pupils with reference
NHM Year 4 Framework Unit Planning
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NHM Framework Unit Planning Year 4 Summer Term
designs similar to those in q3 that
have 1/2/3 lines of symmetry.
Plenary
Follow-up for Textbook page 110
TF 408
Look at children’s designs.
books showing symmetrical
patterns from art or other cultures,
e.g. Rangoli patterns or Islamic
art. Ask pupils to pick one they like
and try to recreate it.
Follow-up for Textbook page 111
TF 408
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 10 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
6
5 days
Shape and space
Reasoning about shapes
Objectives: children will be taught to…
NHM Topic
NHM Section
Recognise positions and directions: for example, describe and find the position of a
point on a grid of squares where the lines are numbered.
Recognise simple examples of horizontal and vertical lines.
Use the eight compass directions N, S, E, W, NE, NW, SE, SW.
Make and measure clockwise and anti-clockwise turns: for example, from SW to N,
or from 4 to 10 on a clock face.
Begin to know that angles are measured in degrees and that:
one whole turn is 360° or 4 right angles; a quarter turn is 90° or one right angle;
half a right angle is 45°.
Start to order a set of angles less than 180°.
2D Shape

Teaching File page
Pupil Sheets
Textbook page
2-5, 409-418
88-89
112-117
Home Activities
Check-ups
MATERIALS
Starter
Main
Teaching
Day 1
Tune-in TF 409
Revising grid references
1 Rock pool TF 410
Extending grid references
Position, movement and angle
Extension Textbook
page
Resource Sheets
15-18
Day 2
Generic Starter TF 2-5
Day 3
Generic Starter TF 2-5
Day 4
Generic Starter TF 2-5
Day 5
Generic Starter TF 2-5
2 Star chart TF 411
Introducing co-ordinates
3 Which direction? TF 412
Introducing the 8-point compass
4 Your Turn TF 414-415
Clockwise and anti-clockwise turns
6 Comparing and ordering angles
TF 416-417
5 Time turns TF 415
Turns on a clock
Core
Activities
Pupil Activity TF 410
1 Pupil Sheet 88 Grid references
Textbook page 113 TF 417
Textbook pages 114-115
TF 417-418
Textbook pages 116-117 TF 418
Pupil Activity TF 417
1 Pupil Sheet 89
Comparing/ordering angles
Textbook page 113 TF 417
Write the answers to the questions
on card and ask the pupils to work
in pairs to match the coordinates to
the colours and vice-versa.
Textbook pages 114-115
TF 417-418
Provide pupils with enlarged
versions of the diagrams and toy
people to position and move to help
answer the questions.
Textbook pages 116-117 TF 418
Provide pupils with enlarged
versions of the diagrams and toy
people to position and move to help
answer the questions.
Textbook page 113 TF 417
Textbook pages 114-115
Textbook pages 116-117 TF 418
Pupil Activity TF 417
1 Pupil Sheet 89
Comparing/ordering angles
Provide pupils with the angles on
the sheet cut out of card. Remind
pupils how they can be fitted over
each other to help answer the
questions.
Pupil Activity TF 417
Textbook page 112 TF 417
Support
Pupil Activity TF 410
1 Pupil Sheet 88 Grid references
Draw a large grid on the board and
work with the pupils as a group.
Invite individuals up to point to
each square by tracing the lines
with their fingers to get to the right
position.
Pupil Activity TF 410
Extension
NHM Year 4 Framework Unit Planning
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NHM Framework Unit Planning Year 4 Summer Term
Plenary
1 Pupil Sheet 88 Grid references
Ask pupils to make up their own age
for a turtle and write down the
coordinates needed to find it. Swap
with a partner to solve.
Ask pupils to draw their own grid of
coloured dots and invent similar
questions for a partner to solve.
TF 417-418
Ask pupils to draw their own maps
containing treasure. They must then
provide a set of instructions for a
partner to locate the treasure.
Ask pupils to make up their own
words using the letters on the wheel
and then give directions to write
each word starting from C each
time.
Discuss children’s work.
Follow-up for Textbook page 113
TF 418
Follow-up for Textbook pages
114-115 TF 418
Follow-up for Textbook pages
416-417 TF 418
1 Pupil Sheet 89
Comparing/ordering angles
Ask pupils to draw ten angles on a
sheet of paper. Swap with a partner
who must order them from smallest
to largest.
Discuss children’s work.
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 12 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
8
5 days
Properties of numbers
Reasoning about numbers
Objectives: children will be taught to…
NHM Topic
NHM Section
Recognise and extend number sequences formed by counting from any number in
steps of constant size, extending beyond zero when counting back:
for example, count on in steps of 25 to 500, and then back to, say, -100.
Recognise odd and even numbers up to 1000, and some of their properties, including
the outcome of sums or differences of pairs of odd/even numbers.
Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple.
Recognise negative numbers in context.
Make and investigate a general statement about familiar numbers or shapes by
finding examples that satisfy it.
Numbers to 10000

The sequence to 10000
Number properties

Number properties
Use all four operations to solve word problems involving numbers in 'real life',
money and measures (including time), using one or more steps, including converting
pounds to pence and metres to centimetres and vice versa.
Money

Using mental strategies
Topic Assessment
Extension Textbook
page
Money and ‘real life’
problems
Teaching File page
Pupil Sheets
Textbook page
Home Activities
MATERIALS
TOOLBOX
Starter
Main
Teaching
26-27, 40-46, 242-250,
312-321
NC, Shortcut 1
NG, Shortcut 1
Day 1
Generic Starter TF 2-5
Put a general statement on the board,
such as ‘if you add three consecutive
numbers, the sum is three times the
NHM Year 4 Framework Unit Planning
55-56
63-6
Day 2
Tune-in TF 242-243
Revising addition of two multiples
of 10p, bridging £1
1 Market stall TF 243-242
Finding the total cost of items
priced in multiples of 10p, with
23-24
Check-ups/
Resource Sheets
20
6
43
Day 3
Specific Starter for Money
TF 26-27
Day 4
Specific Starter for Money
TF 26-27
Day 5
Specific Starter for Money
TF 26-27
2 Finding the total cost of items priced
in multiples of 5p, 1p
3 Change from £20 TF 247
4 Money Magic TF 248
Using and applying with the four
operations
TF 245-246
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NHM Framework Unit Planning Year 4 Summer Term
Core
Activities
Support
Extension
Plenary
middle number’. Discuss with pupils
how they might test this statement.
Ask pupils to work in pairs to come
up with examples which match the
statement. Put their examples on the
board and discuss them.
Put a mixture of true and false
statements on the board and ask
pupils to work in pairs to find
examples that prove/disprove them.
bridging
Pupil Activities TF 245
1 Money multiplication
2 Adding multiple amounts
Textbook page 63 TF 249
Pupil Activities TF 246
1 Connection cards Pupil Sheet 96
2 Finding total costs
Textbook page 64 TF 249
Pupil Activities TF 247
1 Change from £20 practical work
2 Pupil Sheet 55 Change from £20
Textbook page 65 TF 249
Textbook page 66
Put a mixture of true and false
statements on the board and ask
pupils to work in pairs to find
examples that prove/disprove them.
Work with the pupils as a group and
find two examples for each statement
together before asking pupils to work
independently to find more.
Put a mixture of true and false
statements on the board and ask
pupils to work in pairs to find
examples that prove/disprove them.
Ask pupils to think of their own
statements and swap with partners to
prove/disprove.
Pupil Activities TF 245
2 Adding multiple amounts
Pupil Activities TF 246
1 Connection cards Pupil Sheet 96
Pupil Activities TF 247
1 Change from £20 practical work
First ask the pupils to lay out the
notes and coins that could be used
to pay the exact price for each CD.
Textbook page 66
Provide the pupils with coins and
notes to enable them to answer the
questions practically.
Pupil Activities TF 245
1 Money multiplication
Provide a die labelled 3,4,5,6,7,8
2 Adding multiple amounts
Use the die from activity 1 and
roll to find out how many of each
card picked to buy then find a
grand total.
Pupil Activities TF 246
2 Finding total costs
Ask pupils to select three or four
items and find the total cost. Given
four items ask them to find all the
combinations there are of buying 2
then three items from the selection.
Pupil Activities TF 247
2 Pupil Sheet 55 Change from £20
3 Pupil Sheet 56 Change template
Ask pupils to put their own prices
on the blank sheet and swap with a
partner to solve.
Discuss children’s work.
Follow-up for Textbook page 63
TF 250
Follow-up for Textbook page 64
TF 250
Follow-up for Textbook page 65
TF 250
Textbook page 66
Provide pupils with pictures of
items that the shop sold labelled
with their price. Tell them they had
£10 to spend and they must decide
on the items they would like to buy
and what the total cost would be.
Repeat allowing them £20 spending
money.
Follow-up for Textbook page 66
TF 250
Home Activity 23
Check-up 20
Home Activity 24
Topic Assessment 6
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 14 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
9
Understanding  and 
Extend understanding of the operations of × and ÷, and their relationship to each
other and to + and -. Understand the principles (not the names) of the commutative,
associative and distributive laws as they apply to multiplication.
Use doubling or halving, starting from known facts.
Partition (e.g. 23 × 4 = (20 × 4) + (3 × 4)).
Use the relationship between multiplication and division.
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Choose and use appropriate number operations and appropriate ways of
calculating (mental, mental with jottings, pencil and paper) to solve problems.
Check with the inverse operation.
Multiplication

Written methods of multiplication
Division

Linking multiplication and division
5 days
Mental calculation strategies
( and )
Pencil and paper procedures
( and )
Money and ‘real life’ problems
Making decisions and checking
results
Teaching File page
Pupil Sheets
Textbook page
Home Activities
MATERIALS
TOOLBOX
PUPIL ACTIVITY
SOFTWARE
Check-ups
Topic Assessment
20-25, 177-186,
212-221
MF, Shortcut 1
Unit 9:
Division
40-42, 51
48
4a, b
Extension Textbook
page
E4
Resource Sheets
Day 1
Tune-in TF 177-178
Tens and units
Revising mental multiplication of a
two-digit number by 2, 3, 4 or 5
using a partitioning strategy
1 Cross method TF 178-179
Introducing an informal written
method of multiplication
Day 2
Specific Starter for Multiplication
TF 20-22
Day 3
Specific Starter for Multiplication
TF 20-22
Day 4
Tune-in TF 212-213
Doubling and halving
Revising multiplication and division
by 2
Day 5
Specific Starter for Multiplication
or Division TF 20-25
2 Vertical recording TF 179-181
Introducing an expanded vertical
recording for multiplication
3 Towards a standard written
method TF 181-183
Adapting the expanded recording
and introducing a standard method
of recording
1 Halves TF 213-214
Halving even numbers to 100 and
multiples of 10 to 200
2 More halves TF 214-216
Doubling a multiple of 10 to 500
and a multiple of 100 to 5000 and
halving an even multiple of 10 to
1000 and an even multiple of 100 to
10000
Core
Activities
Pupil Activity TF 179
1 Pupil Sheet 40
Two-digit number by 2, 3, 4 or 5
Pupil Activity TF 181
1 Pupil Sheet 41 Two-digit number
by 2, 3, 4 or 5, expanded recording
(most significant digit first)
Pupil Activity TF 183
1 Pupil Sheet 42 Two-digit number
by 2, 3, 4 or 5, standard recording
Textbook page 48 TF 183
Pupil Activity TF 214
1 Four in a row game
Pupil Activity TF 216
1 Pupil Sheet 51
Linking multiplication and division
Support
Pupil Activity TF 179
1 Pupil Sheet 40
Two-digit number by 2, 3, 4 or 5
Pupil Activity TF 181
1 Pupil Sheet 41 Two-digit number
by 2, 3, 4 or 5, expanded recording
Pupil Activity TF 183
1 Pupil Sheet 42 Two-digit number
by 2, 3, 4 or 5, standard recording
Pupil Activity TF 214
1 Four in a row game
Provide cards with multiples of 5
Provide pairs of pupils with a set of
even number cards to 100. Ask them
to take it in turns to pick a card,
Starter
Main
Teaching
NHM Year 4 Framework Unit Planning
Page 15 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Extension
Plenary
Work with the pupils as a group
first to partition the numbers
involved in each question and place
them correctly on the grid.
(most significant digit first)
Allow pupils to carry on using the
cross method of recording if
necessary.
Pupil Activity TF 179
1 Pupil Sheet 40
Two-digit number by 2, 3, 4 or 5
Ask pupils to work in pairs and take
it in turns to challenge each other
to multiply a two-digit number by a
single digit number using the
‘cross’ method.
Pupil Activity TF 181
1 Pupil Sheet 41 Two-digit number
by 2, 3, 4 or 5, expanded recording
(most significant digit first)
Pupil Activity TF 183
1 Pupil Sheet 42 Two-digit number
by 2, 3, 4 or 5, standard recording
Discuss children’s work.
Discuss children’s work.
Allow pupils to carry on using the
cross method or expanded method
of recording if necessary.
Extension Textbook
page E4
TF 186
Follow-up for Textbook page 48
TF 184
less than 50 and a corresponding
‘half of’ call card.
Pupil Activity TF 214
1 Four in a row game
Include multiples of 10 to 1000 and
100 to 10 000 on the cards and
provide corresponding call cards.
Discuss children’s work.
halve the number on it and record
their answer. Discuss the strategies
they used and then do some of the
questions on Pupil Sheet 51 as a
group orally.
Pupil Activity TF 216
1 Pupil Sheet 51
Linking multiplication and division
Ask pupils to pick a three- or fourdigit even number. Ask them to
halve the number again and again
until they reach an odd number.
Which starting number can they
find which gives the longest chain?
Discuss children’s work.
Topic Assessment 4a, b
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 16 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
10
Understanding  and 
Division

Linking multiplication and division
5 days
Mental calculation strategies
( and )
Extend understanding of the operations of × and ÷, and their relationship to each
other and to + and -.
Use the relationship between multiplication and division.
Use known number facts and place value to multiply and divide integers, including
by 10 and then 100 (whole-number answers).
Approximate first. Use informal pencil and paper methods to support, record or
explain multiplications and divisions.
Choose and use appropriate number operations and appropriate ways of
calculating (mental, mental with jottings, pencil and paper) to solve problems.
Check with the inverse operation.
Estimate and check by approximating (round to nearest 10 or 100).

Dividing two-digit numbers; remainders
Pencil and paper procedures
( and )
Money and ‘real life’ problems
Making decisions and checking
results
Teaching File page
Pupil Sheets
Textbook page
Home Activities
MATERIALS
TOOLBOX
23-25, 212-228
MF, Shortcut 1
52
56-60
Starter
Day 1
Specific Starter for Division
TF 23-25
Day 2
Specific Starter for Division
TF 23-25
Main
Teaching
3 Squares TF 216-217
Linking multiplication and division
4 Bolts and nails TF 218-219
Linking multiplication and division
involving 10 and 100
Further Teaching TF
219-220
Core
Activities
Check-ups/
Topic Assessment
Textbook page 56 TF 220
1 Multiplying and dividing by 10
and 100
Investigating digit shift patterns
Textbook page 57 TF 221
5a, b
Day 3
Tune-in TF 222
Multiplying and dividing
Revising mental multiplication and
division by 2-10
1 Division of two-digit numbers
beyond the tables TF 223
Using an informal written method
Extension Textbook
page
E5-E7
Resource Sheets
Day 4
Specific Starter for Division
TF 23-25
Day 5
Specific Starter for Division
TF 23-25
3 Remainders TF 224-225
Introducing remainders beyond the
tables
4 Dealing with remainders
TF 225-226
Rounding answers; pounds
Textbook page 59 TF 227
Textbook page 60 TF 227
2 Division of two-digit numbers
beyond the tables TF 223-224
Introducing a standard written
method
Pupil Activity TF 223
1 Division of two-digit numbers
TF 224
1 Pupil Sheet 52
Two-digit numbers, recording
Textbook page 58 TF 227
NHM Year 4 Framework Unit Planning
19-25
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NHM Framework Unit Planning Year 4 Summer Term
Support
Extension
Plenary
Textbook page 56 TF 220
For each question, provide the
pupils with cards showing the
numbers involved and the
operations x, ÷ and =. For example,
42, 6, 7, x, ÷ and =. Ask them to
work in pairs and arrange the cards
to make true statements.
Textbook page 57 TF 221
Provide similar questions which
involve the multiplication of twodigit multiples of ten by 10 and
division of three-digit multiples of a
hundred by 100.
Pupil Activity TF 223
1 Division of two-digit numbers
Textbook page 56 TF 220
Ask pupils to come up with four sets
of three connected numbers like
those in q4 and swap with a partner
to write numbers stories using
them.
Textbook page 57 TF 221
Provide further questions which
involve questions such as 230 x 10
and 8400 ÷ 100.
Pupil Activity TF 223
1 Division of two-digit numbers
Follow-up for Textbook page 56
TF 221
Follow-up for Textbook page 57
TF 221
TF 224
Allow pupils to use informal
recording when answering the
questions on the textbook page.
Textbook page 59 TF 227
Read through the questions with the
pupils as a group and decide on the
calculations that need doing for
each one. Allow pupils to use
informal methods to find their
answers.
Textbook page 60 TF 227
Read through the questions with the
pupils as a group and decide on the
calculations that need doing for
each one. Allow pupils to use
informal methods to find their
answers.
Textbook page 59 TF 227
Textbook page 60 TF 227
Extension Textbook pages E5-E7
TF 231-232
Follow-up for Textbook page 59
TF 228
Follow-up for Textbook page 60
TF 228
TF 224
1 Pupil Sheet 52
Two-digit numbers, recording
Provide questions which involve
dividing three-digit numbers by a
single-digit number.
Follow-up for Textbook page 58
TF 228
Further Teaching TF 226-227
1 Checking division
Finding approximate answers
Topic Assessment 5a, b
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 18 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
11
5 days
Fractions and decimals
Teaching File page
Objectives: children will be taught to…
NHM Topic
NHM Section
Use fraction notation. Recognise simple fractions that are several parts of a
whole, such as 2/3 or 5/8, and mixed numbers, such as 53/4; recognise the
equivalence of simple fractions (e.g. fractions equivalent to 1/2, 1/4 or 3/4). Identify
two simple fractions with a total of 1 (e.g. 3/10 and 7/10).
Order simple fractions: for example, decide whether fractions such as 3/8 or 7/10 are
greater or less than one half.
Begin to relate fractions to division and find simple fractions such as 1/2, 1/3, 1/4, 1/5,
1
/10 of numbers or quantities.
Find fractions such as 2/3, 3/4, 3/5, 7/10 ... of shapes.
Fractions

Pupil Sheets
Textbook page
Home Activities
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Check-ups/
Topic Assessment
28-29, 264-272
Unit 12:
Fractions
60-62
69
22
7
Sixths and eighths, equivalent fractions
Extension Textbook
page
E8-E10
Resource Sheets
44-49, 51-52
Day 1
Tune-in TF 264-265
Revising halves, quarters, tenths,
thirds and fifths
Day 2
Specific Starter for Fractions
TF 28-29
Day 3
Specific Starter for Fractions
TF 28-29
Day 4
Specific Starter for Fractions
TF 28-29
Main
Teaching
1 Introducing sixths TF 265
2 Introducing eighths TF 266
Consolidate teaching on Days 1-2
3 Equal fractions TF 266-268
Introducing equivalence
Core
Activities
Pupil Activity TF 266
1 Pupil Sheet 60 Sixths
Pupil Activity TF 266
1 Pupil Sheet 61 Eighths
Provide pupils with multilink of
different colours. Ask them to
construct shapes where, for
example, ‘one sixth is yellow’.
Pupil Activities TF 268
1 Fraction pieces
2 Pupil Sheet 62 Equivalence
Textbook page 69 TF 269
Support
Pupil Activity TF 266
1 Pupil Sheet 60 Sixths
Draw large versions of the shapes
on the board and with the pupils as
a group invite individuals to shade
the required fraction. Provide
further examples to attempt
independently.
Pupil Activity TF 266
1 Pupil Sheet 60 Sixths
Pupil Activity TF 266
1 Pupil Sheet 61 Eighths
Draw large versions of the shapes
on the board and with the pupils as
a group invite individuals to shade
the required fraction. Provide
further examples to attempt
independently.
Pupil Activity TF 266
1 Pupil Sheet 61 Eighths
Provide shapes made out of
different coloured multilink and ask
questions such as ‘what fraction is
green?’. Focus on halves, quarters,
thirds, sixths and eighths.
Pupil Activities TF 268
1 Fraction pieces
Textbook page 69 TF 269
Provide cards showing the fractions
involved in each question and some
= signs. Ask them to arrange the
cards to show the equivalent
fractions depicted in each question,
e.g. ½ = 5/10
Extension Textbook pages E8-E9
TF 271
Pupil Activities TF 268
1 Fraction pieces
Extension Textbook page E10
TF 271
Starter
Extension
NHM Year 4 Framework Unit Planning
Page 19 of 25
Day 5
Specific Starter for Fractions
TF 28-29
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NHM Framework Unit Planning Year 4 Summer Term
Plenary
Provide pupils with pictures of
shapes sectioned into 12 or 18
equal parts and ask them to shade a
certain number of sixths.
Discuss children’s work.
Provide pupils with pictures of
shapes sectioned into 16 or 24
equal parts and ask them to shade a
certain number of eighths.
Discuss children’s work.
2 Pupil Sheet 62 Equivalence
Textbook page 69 TF 269
Discuss children’s work.
Check-up 22
Follow-up for Textbook page 69
TF 269
Topic Assessment 7
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 20 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
12
Understanding + and –
Consolidate understanding of relationship between + and -. Understand the
principles (not the names) of the commutative and associative laws as they apply or
not to addition and subtraction.
Find a small difference by counting up (e.g. 5003 - 4996).
Count on or back in repeated steps of 1, 10 or 100.
Identify near doubles, using known doubles (e.g. 150 + 160).
Continue to use the relationship between addition and subtraction.
Use known number facts and place value to add or subtract mentally, including
any pair of two-digit whole numbers.
Use informal pencil and paper methods to support, record or explain
additions/subtractions.
Choose and use appropriate number operations and appropriate ways of
calculating (mental, mental with jottings, pencil and paper) to solve problems.
Addition and
Subtraction to
10000

Addition to 10000: mental strategies

Subtraction to 10000: mental strategies
5 days
Mental calculation strategies
(+ and -)
Pencil and paper procedures (+ and -)
Making decisions
Teaching File page
Pupil Sheets
Textbook page
Home Activities
MATERIALS
PUPIL ACTIVITY
SOFTWARE
Starter
Main
Teaching
Core
Activities
Check-ups/
Topic Assessment
31-34, 290-308
Units 15, 16:
Addition and
subtraction to 10 000
Day 1
Tune-in TF 290-291
Used cars
Revising mental addition of
multiples of 100, without bridging a
multiple of 1000
1 More used car
bargains
TF 291-292
Adding multiples of 100, bridging a
multiple of 1000
Textbook page 74 TF 297
65-68
74-79
9a, b
Extension Textbook
page
E12-E14
Resource Sheets
Day 2
Specific Starter for Addition and
Subtraction to 10000 TF 31-34
Day 3
Specific Starter for Addition and
Subtraction to 10000 TF 31-34
Day 4
Tune-in TF 299-300
Mental consolidation
Revising subtraction of multiples of
100 from a three-digit number
Day 5
Specific Starter for Addition and
Subtraction to 10000 TF 31-34
2 Making the connection
TF 293-294
Doubling multiples of 100 to
5000 + 5000
3 Adding to make the next
multiple of 1000 TF 294-295
4 Mental addition involving fourdigit numbers TF 295-296
1 Subtracting multiples of 100
TF 300
3 Finding small differences
between four-digit numbers
TF 302
Pupil Activity TF 294
1 Pupil Sheet 65
Doubles of multiples of 100
Textbook page 75 TF 297
2 Subtracting a single digit from
a four-digit number TF 301
Pupil Activity TF 300
1 Pupil Sheet 67
Subtracting a multiple of 100
Textbook pages 77-79 TF 303
Textbook page 76 TF 303
TF 295
1 Pupil Sheet 66
NHM Year 4 Framework Unit Planning
Page 21 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Support
Textbook page 74 TF 297
Provide similar questions where
pupils add multiples of 100 within
1000.
Extension
Textbook page 74 TF 297
Provide pairs of pupils with a set of
cards showing random three- and
four-digit multiples of 100. Take it
in turns to select two or three cards
and find the total. Score a point for
each correct answer.
Adding to make a multiple of 1000
Provide questions where pupils
double three-digit multiples of 10,
e.g. 470.
Provide questions where pupils add
multiples of 10 or 100 to make
multiples of 100 up to 1000, e.g.
300 + ___ = 1000, 130 + __ = 200.
Pupil Activity TF 294
Provide cards with four-digit
multiples of 10 and 100 on. Pupils
select a card and double the
number explaining their strategy to
a partner.
Textbook page 75 TF 297
Work with the pupils as a group
deciding on the calculation
required for each problem and the
methods they could use to find the
answer.
Extension Textbook
page E12
Provide questions to practise
subtracting multiples of 10 less than
1000. E.g. 550 -80
Pupil Activity TF 300
1 Pupil Sheet 67
Subtracting a multiple of 100
Textbook pages 77-79 TF 303
Encourage pupils to use blank
number lines and count on to find
the difference.
Extension Textbook
pages
TF 298
Textbook pages 77-79 TF 303
E13-E14 TF 307-308
Follow-up for Textbook page 75
TF 297
Follow-up for Textbook page 76
TF 304
Follow-up for Textbook pages
77-79 TF 304
TF 295
Plenary
Follow-up for Textbook page 74
TF 297
1 Pupil Sheet 66
Adding to make a multiple of 1000
Discuss children’s work.
Topic Assessment 9a, b
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 22 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit/
Days
Framework topic
Objectives: children will be taught to…
NHM Topic
NHM Section
Measure

Time: durations
Time, including problems
Use, read and write the vocabulary related to time.
Estimate/check times using seconds, minutes, hours.
Read the time from an analogue clock to the nearest minute, and from a 12-hour
digital clock. Use am and pm and the notation 9:53. Read simple timetables.
Data Handling

Pictograms
13
5 days
Solve a problem by collecting quickly, organising, representing and interpreting data
in tables, charts, graphs and diagrams, including those generated by a computer, for
example:
pictograms - symbol representing 2, 5, 10 or 20 units.
Handling data
Teaching File page
Pupil Sheets
Textbook page
2-5, 34-36, 337-344,
428-431
77-80, 93
87-90, 121
Home Activities
Check-ups
MATERIALS
Starter
Main
Teaching
Core
Activities
Support
Day 1
Tune-in TF 337-338
Consolidation
Finding times 5, 10, 15,…55
minutes before/after given analogue
and digital times
1 Five minute durations
TF 338-339
Using analogue and digital
displays, within the hour/bridging
an hour
Pupil Activities TF 339-340
1 Pupil Sheet 77
Minutes before/after (analogue)
2 Pupil Sheet 78
Minutes before/after (digital)
3 Pupil Sheet 79
Durations (analogue)
4 Pupil Sheet 80
Durations (digital)
Pupil Activities TF 339-340
1 Pupil Sheet 77
Minutes before/after (analogue)
2 Pupil Sheet 78
Minutes before/after (digital)
NHM Year 4 Framework Unit Planning
Day 2
Specific Starter for Time TF 34-36
24
Day 3
Specific Starter for Time TF 34-36
Extension Textbook
page
E15, E22
Day 4
Generic Starter TF 2-5
Resource Sheets
Day 5
Tune-in TF 428-429
Hot drinks
Revising pictograms
2 Finding times 65, 70,… 115
minutes before/after TF 340-341
Using analogue and digital displays
3 Longer durations TF 341-342
In 65, 70, 75,… 115 minutes
bridging an hour
Consolidation of teaching from
days 1-3
1 Sports TF 429-430
Pictograms with the symbol
representing 5 units
Pupil Activities TF 341
1 Pupil Sheet 77
Minutes before/after (analogue)
2 Pupil Sheet 78
Minutes before/after (digital)
Pupil Activities TF 342
3 Pupil Sheet 79
Durations (analogue)
4 Pupil Sheet 80
Durations (digital)
Textbook pages 87-90 TF 342-343
Textbook page 121 TF 431
Pupil Activities TF 339-340
3 Pupil Sheet 79
Durations (analogue)
4 Pupil Sheet 80
Durations (digital)
Pupil Activities TF 341
1 Pupil Sheet 77
Minutes before/after (analogue)
2 Pupil Sheet 78
Minutes before/after (digital)
Textbook pages 87-90 TF 342-343
Using a large analogue and digital
clock face, work with the pupils
selecting some questions from each
page and use the clock to answer
Page 23 of 25
Pupil Activity TF 430
1 Pupil Sheet 93 Pictograms,
symbol representing 5 units
Pupil Activity TF 430
1 Pupil Sheet 93 Pictograms,
symbol representing 5 units
Provide a similar sheet with fewer
flowers on and ask pupils to
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NHM Framework Unit Planning Year 4 Summer Term
them orally.
Extension
Plenary
Pupil Activities TF 339-340
1 Pupil Sheet 77
Minutes before/after (analogue)
2 Pupil Sheet 78
Minutes before/after (digital)
3 Pupil Sheet 79
Durations (analogue)
4 Pupil Sheet 80
Durations (digital)
Discuss children’s work.
Pupil Activities TF 341
1 Pupil Sheet 77
Minutes before/after (analogue)
2 Pupil Sheet 78
Minutes before/after (digital)
Pupil Activities TF 342
3 Pupil Sheet 79
Durations (analogue)
4 Pupil Sheet 80
Durations (digital)
Discuss children’s work.
Textbook pages 87-90 TF 342-343
Extension Textbook
page E15
complete a tally chart and
pictogram where one flowerpot
represents 1 flower.
Extension Textbook page E22
TF 431
TF 344
Check-up 24
Follow-up for Textbook pages
87-90 TF 343
Follow-up for Textbook page 121
TF 431
Follow-up for Textbook pages
87-90 TF 343
Additional
notes
Extra
Resources
Review
NHM Year 4 Framework Unit Planning
Page 24 of 25
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NHM Framework Unit Planning Year 4 Summer Term
Unit 1
TB 9
TB 10
CU 3
TA 1ab
Unit 2
TB 23
TB 24
EX 3
TA 2ab
Unit 3
TB 34
TB 35
TB 36
TB 37
TA 3ab
Unit 4
TB 101
TB 102
EX 20
Unit 5
TB 110
TB 111
Unit 6
TB 112
TB 113
TB 114
TB 115
TB 116
TB 117
Unit 8
TB 63
TB 64
HA 23
TB 65
CU 20
TB 66
HA 24
TA 6
Unit 9
TB 48
EX 4
TA 4ab
Unit 10
TB 56
TB 57
TB 58
TB 59
TB 60
EX 5
EX 6
EX 7
TA 5ab
Unit 11
EX 8
EX 9
TB 69
CU 22
EX 10
TA 7
Unit 12
TB 74
TB 75
EX 12
TB 76
TB 77
TB 78
TB 79
EX 13
EX 14
Unit 13
TB 87
TB 88
TB 89
TB 90
CU 24
EX 15
TB 121
EX 22
NHM Year 4 Framework Unit Planning
Page 25 of 25
TA 9ab
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